The effects of physical modifications of the minimum competency test on the performance of third grade learning disabled (LD) students (n=345) on versions of a Florida state minimum competency test are evaluated. The test modifications included alterations in line length, groupings of items, answer formats, administration procedures, as well as changes in graphic representations within the test, and the test's general physical layout. Test content (i.e., state standards assessed) was not altered. No differences were indicated in scores obtained on the large-print versions of a physically modified test when compared to performance on a regular-print version of the same test. Learning disabled students did perform better on the modified tests compared to the unmodified tests. Test modifications that facilitate performance of LD students are: (1) completion of subsections of the test that include 30-40 items at a time; (2) adding at least one example for each different set of items within any section of the test; (3) grouping items that measure similar skills together in progressive order of difficulty from easiest to most difficult; and, (4) placing answer options in a vertical format with flattened, horizontal elliptical ovals for answer bubbles placed on the right; (5) using unjustified formats for reading comprehension passages and placing them in separate boxes set off from the sentendes testing comprehension; and (6) using continuation arrows and stop signs to organize the flow of items within the tests. (PN)